Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Jonathan TARBOX |
Documents disponibles écrits par cet auteur (40)
Faire une suggestion Affiner la recherche
Teaching children with autism to attend to socially relevant stimuli / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : Teaching children with autism to attend to socially relevant stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur Article en page(s) : p.1551-1557 Langues : Anglais (eng) Mots-clés : Autism Attention Shifting attention Executive function Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557[article] Teaching children with autism to attend to socially relevant stimuli [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur . - p.1551-1557.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557
Mots-clés : Autism Attention Shifting attention Executive function Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 Teaching children with autism to detect and respond to deceptive statements / Jennifer RANICK in Research in Autism Spectrum Disorders, 7-4 (April 2013)
[article]
Titre : Teaching children with autism to detect and respond to deceptive statements Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur Article en page(s) : p.503-508 Langues : Anglais (eng) Mots-clés : Deception Non-literal language Multiple exemplar training Bullying Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508[article] Teaching children with autism to detect and respond to deceptive statements [Texte imprimé et/ou numérique] / Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur . - p.503-508.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508
Mots-clés : Deception Non-literal language Multiple exemplar training Bullying Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 Teaching children with autism to detect and respond to sarcasm / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-1 (January 2013)
[article]
Titre : Teaching children with autism to detect and respond to sarcasm Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur Année de publication : 2013 Article en page(s) : p.193–198 Langues : Anglais (eng) Mots-clés : Sarcasm Irony Multiple exemplar training Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198[article] Teaching children with autism to detect and respond to sarcasm [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2013 . - p.193–198.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198
Mots-clés : Sarcasm Irony Multiple exemplar training Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 Teaching Cognitive Skills to Children with Autism / Jonathan TARBOX
Titre : Teaching Cognitive Skills to Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Adel C. NAJDOWSKI, Auteur Année de publication : 2014 Importance : p.355-371 Langues : Anglais (eng) Mots-clés : Perspective taking Executive functions Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Teaching Cognitive Skills to Children with Autism [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Adel C. NAJDOWSKI, Auteur . - 2014 . - p.355-371.
Langues : Anglais (eng)
Mots-clés : Perspective taking Executive functions Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Teaching two household safety skills to children with autism / Jay SUMMERS in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : Teaching two household safety skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jay SUMMERS, Auteur ; Jonathan TARBOX, Auteur ; Arthur E. WILKE, Auteur ; Rachel S. FINDEL-PYLES, Auteur ; Ryan M. BERGSTROM, Auteur ; W. Larry WILLIAMS, Auteur Année de publication : 2011 Article en page(s) : p.629-632 Langues : Anglais (eng) Mots-clés : Safety-skill Behavioral-skills-training Doorbell Cleaning-chemicals Index. décimale : PER Périodiques Résumé : Appropriate reactions to potentially hazardous situations may help prevent children from incurring injury or abduction. However, children with autism and other developmental disorders may not develop safety skills without explicit intervention. This study used a simple behavioral skills training package for teaching children with autism to respond in a safe manner to doorbells and to the presence of household cleaning chemicals. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.629-632[article] Teaching two household safety skills to children with autism [Texte imprimé et/ou numérique] / Jay SUMMERS, Auteur ; Jonathan TARBOX, Auteur ; Arthur E. WILKE, Auteur ; Rachel S. FINDEL-PYLES, Auteur ; Ryan M. BERGSTROM, Auteur ; W. Larry WILLIAMS, Auteur . - 2011 . - p.629-632.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.629-632
Mots-clés : Safety-skill Behavioral-skills-training Doorbell Cleaning-chemicals Index. décimale : PER Périodiques Résumé : Appropriate reactions to potentially hazardous situations may help prevent children from incurring injury or abduction. However, children with autism and other developmental disorders may not develop safety skills without explicit intervention. This study used a simple behavioral skills training package for teaching children with autism to respond in a safe manner to doorbells and to the presence of household cleaning chemicals. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 PermalinkThe effects of age and treatment intensity on behavioral intervention outcomes for children with autism spectrum disorders / Doreen GRANPEESHEH in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkThe Impacts of the COVID-19 Pandemic on Therapy Utilization Among Racially/Ethnically and Socio-Economically Diverse Autistic Children / Cassin W. GONZALES in Journal of Autism and Developmental Disorders, 53-3 (March 2023)
PermalinkTraining Manual for Behavior Technicians Working with Individuals with Autism / Jonathan TARBOX
PermalinkUsing stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism / Michele R. BISHOP in Research in Autism Spectrum Disorders, 7-6 (June 2013)
Permalink